Writing. Pre-K Page 72 Pages Pages K Page 73 Pages Page 74 Pages Page 75 Pages Pages Pages 85 88

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1 Stards Entry Points Access Skills Pre-K Page 72 Pages Pages K Page 73 Pages Page 74 Pages Page 75 Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages ENGLISH LANGUAGE ARTS AND LITERACY 70

2 CONTENT AREA English Language Arts STRAND Anchor Stards English Language Arts Cluster Purposes Production Distribution of Research to Build Range of CCRA.W.1 CCRA.W.2 CCRA.W.3 CCRA.W.4 CCRA.W.5 CCRA.W.6 CCRA.W.7 CCRA.W.8 CCRA.W.9 CCRA.W.10 College Career Readiness Anchor Stards for Stards as written Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. Write narratives to develop experiences or events using effective literary techniques, well-chosen details, well-structured sequences. Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology to produce publish writing to interact collaborate with others. Conduct short as well as more sustained research projects based on focused questions, demonstrating understing of the subject under investigation. When conducting research, gather relevant information from multiple print digital sources, assess the credibility accuracy of each source, integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, interpretation, reflection, research. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 71

3 CONTENT AREA English Language Arts STRAND Pre-Kindergarten English Language Arts Cluster Purposes W.PK.1 W.PK.2 W.PK.3 Pre-Kindergarten Stards as written Dictate words to express a preference or opinion about a topic (e.g., I would like to go to the fire station to see the truck meet the firemen. ). Use a combination of dictating drawing to supply information about a topic. For example, students draw pictures to show how they planted tulip bulbs in the school garden in the fall. They dictate words sentences about the soil in the garden, the tools they used, what the bulbs will become in the spring. Use a combination of dictating drawing to tell a story. Production Distribution of Research to Build Range of W.PK.4 (Begins in grade 1.) W.PK.5 W.PK.6 W.PK.7 W.PK.8 (Begins in kindergarten or when the individual child is ready.) Recognize that digital tools (e.g., computers, mobile phones, cameras) are used for communication, with guidance support, use them to convey messages in pictures /or words. (Begins in kindergarten or when the individual child is ready.) (Begins in kindergarten or when the individual child is ready.) W.PK.9 (Begins in grade 4.) W.PK.10 (Begins in kindergarten or when the individual child is ready.) ENGLISH LANGUAGE ARTS AND LITERACY 72

4 CONTENT AREA English Language Arts STRAND Kindergarten English Language Arts Cluster Purposes Production Distribution of Research to Build Range of W.K.1 W.K.2 W.K.3 W.K.3a Kindergarten Stards as written Use a combination of drawing, dictating, writing to compose opinion pieces that tell a reader the topic or the name of the book they are writing about state an opinion or preference about the topic or book (e.g., My favorite book is...). Use a combination of drawing, dictating, writing to compose informative/explanatory texts that name supply some information about a topic. Use a combination of drawing, dictating, writing to narrate a single event or experience, or several loosely linked events or experiences; sequence the narrative appropriately provide a reaction to what it describes. For poems, use rhyming words to create structure. (See kindergarten Reading Foundational Skills Stard 2a.) W.K.4 (Begins in grade 1.) W.K.5 With guidance support from adults, respond to questions suggestions from peers add details to strengthen writing as needed. W.K.5a (Begins in grade 3.) W.K.5b W.K.6 W.K.7 W.K.8 Demonstrate the ability to use vocabulary appropriate for kindergarten (as described in kindergarten Language Stards 4 6). With guidance support from adults, explore a variety of digital tools to produce publish writing, including collaboration with peers. Participate in shared research writing projects (e.g., explore a number of books by a favorite author express opinions about them). With guidance support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.9 (Begins in grade 4.) W.K.10 Write or dictate writing routinely for a range of tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 73

5 CONTENT AREA English Language Arts STRAND Grade 1 English Language Arts Cluster Purposes Production Distribution of W.1.1 W.1.2 W.1.3 W.1.3a W.1.4 W.1.5 Grade 1 Stards as written Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, provide some sense of closure. Write informative/explanatory texts that name a topic, supply some facts about the topic, provide some sense of closure. Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, provide some sense of closure. For poems, use rhyming words words that repeat long or short vowel sounds to create structure (see grade 1 Reading Foundational Skills Stard 2a). Produce writing in which the development organization are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in Stards 1 3 above.) With guidance support from adults, focus on a topic, respond to questions suggestions from peers, add details to strengthen writing as needed. W.1.5a (Begins in grade 3.) Research to Build W.1.5b W.1.6 W.1.7 W.1.8 Demonstrate the ability to choose use appropriate vocabulary (as described in Language Stards 4 6 up to including grade 1). With guidance support from adults, use a variety of digital tools to produce publish writing, including in collaboration with peers. Participate in shared research writing projects (e.g., explore a number of how-to books on a given topic use them to write a sequence of instructions). With guidance support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.9 (Begins in grade 4.) Range of W.1.10 Write routinely for a range of tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 74

6 CONTENT AREA English Language Arts STRAND Grade 2 English Language Arts Cluster Purposes Production Distribution of W.2.1 W.2.2 W.2.3 W.2.3a W.2.4 W.2.5 Grade 2 Stards as written Write opinion pieces that introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because,, also) to connect opinion reasons, provide a concluding statement or section. Write informative/explanatory texts that introduce a topic, use facts definitions to develop points, provide a concluding statement or section. Write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences; include details dialogue to show actions, thoughts, feelings; use temporal words to signal order where appropriate; provide a sense of closure. For poems, use words phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure. (See grade 2 Reading Literature Stard 4.) Produce writing in which the development organization are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in stards 1 3 above.) With guidance support from adults peers, focus on a topic strengthen writing as needed by revising editing. W.2.5a (Begins in grade 3.) Research to Build Range of W.2.5b W.2.6 W.2.7 W.2.8 W.2.9 W.2.10 Demonstrate the ability to choose use appropriate vocabulary (as described in Language Stards 4 6 up to including grade 2). With guidance support from adults, use a variety of digital tools to produce publish writing, including in collaboration with peers. Participate in shared research writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Recall information from experiences or gather information from provided sources to answer a question. (Begins in grade 4.) Write routinely for a range of tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 75

7 ENTRY POINTS ACCESS SKILLS to Stards in Grades Pre-K 2 Less Complex More Complex Purposes ACCESS SKILLS ENTRY POINTS The student will: The student will: The student will: The student will: Using dictation, Using dictation, Using dictation, drawing, writing, or drawing, writing, or drawing, writing, or student s primary mode student s primary mode student s primary mode of communication: of communication: of communication: Track (shift focus from materials to speaker) materials related to the creation of a written product Grasp (hold) materials related to the creation of a written product Release or give to materials to another person related to the creation of a written product Move materials related to the creation of a written product Orient or manipulate material related to the creation of a written product Functionally use materials related to the creation of a written product Locate objects partially hidden or out-of-sight materials related to the creation of a written product Construct or assemble materials related to the creation of a written product 1. Produce Opinion Pieces: Provide reason(s) for preferring a specific book or topic (e.g., My favorite book is because ) Express an opinion, without deviating from a specific topic or text 2. Produce Informative/ Explanatory Texts: Convey related information on a given topic 3. Produce Narratives: Relate a personal experience Sequence events in now/next format, using pictures, words, or phrases Create captions to pictures Create a poem(s) using rhyming words 1. Produce Opinion Pieces: Express an opinion on a given topic or text using linking words using one or more sentences (e.g.,, also) 2. Produce Informative/ Explanatory Texts: Express facts on a given topic or text 3. Produce Narratives: Tell a story with related events Retell events using pictures, words, or phrases Relate a personal experience using feeling words (e.g., I felt sad when ) Create a poem with details Create a short poem on a real or imagined topic or event 1. Produce Opinion Pieces: Provide reasons to support an opinion or a specific choice (e.g., I chose this book because ) Connect opinions to reasons using linking words (e.g., because,, also) 2. Produce Informative/ Explanatory Texts: Summarize presented information on a given topic or text Produce an explanation of a given topic or text using linking words (e.g.,, also) 3. Produce Narratives: Create sentences related to one or more pictures that tell a story Retell events in a chronological order ENGLISH LANGUAGE ARTS AND LITERACY 76

8 ENTRY POINTS ACCESS SKILLS to Stards in Grades Pre-K 2 Less Complex More Complex Purposes (continued) ACCESS SKILLS ENTRY POINTS The student will: The student will: The student will: The student will: Activate device in an activity related to the creation of a written product Imitate action in an activity related to the creation of a written product Initiate cause-effect response in an activity related to the creation of a written product Sustain activity through response related to the creation of a written product Gain attention in a activity related to the creation of a written product Make a request in an activity related to the creation of a written product Choose from an array of errorless choices related to the creation of a written product Use one object to act on another related to the creation of a written product (e.g., use a pointer to tap) Identify self in the creation of a social story Attend visually, aurally, or tactilely to materials related to the creation of a written product 3. Produce Narratives: Express a sequence of events in chronological order from a real or imagined experience Create a rhyming couplet Continue to address skills concepts in this str that approach grade-level expectations ENGLISH LANGUAGE ARTS AND LITERACY 77

9 ENTRY POINTS to Stards in Grades Pre-K 2 Less Complex More Complex Production Distribution of The student will: The student will: The student will: 4. Coherent : (Begins in grade 3) 5. Development of : Add relevant details to a story 6. Technology Use: 4. Coherent : (Begins in grade 3) 5. Development of : Revise a story, narrative, poem, or opinion by adding relevant details 6. Technology Use: Convey the meaning of a story using digital tools 4. Coherent : (Begins in grade 3) 5. Development of : Record integration of story revisions based on suggestions from peers 6. Technology Use: Produce a complete sentence using digital tools Research to Build 7. Research Projects: Express reason(s) why a book is a favorite Summarize information from a book by a favorite author, read by or to student Summarize information from a single source on a given topic 8. Synthesize Information: Answer a question(s) from personal experience to relate a story Ask yes/no questions after being read information on a given topic 9. Integrate Resources: (Begins in grade 4) 7. Research Projects: Summarize information from two or more books by a favorite author, read by or to student Summarize information from two or more sources on a given topic Produce a 3-step sequence of how to instructions on a given topic 8. Synthesize Information: Create questions on a given topic after gathering information from multiple sources 9. Integrate Resources: (Begins in grade 4) Continue to address skills concepts in this str that approach grade-level expectations 7. Research Projects: Produce a brief report on a given topic, based on book(s) read by or to student Record observations during an academic lesson or activity (e.g., science experiment) 8. Synthesize Information: Create a list of search words their relevance on a given topic Gather information from provided sources to answer one or more questions 9. Integrate Resources: (Begins in grade 4) ENGLISH LANGUAGE ARTS AND LITERACY 78

10 CONTENT AREA English Language Arts STRAND Cluster Purposes Production Distribution of W.3.1 W.3.1a W.3.1b W.3.1c W.3.1d W.3.2 W.3.2a W.3.2b W.3.2c W.3.2d W.3.3 W.3.3a W.3.3b W.3.3c W.3.3d W.3.3f W.3.4 W.3.5 W.3.5a W.3.5b Grade 3 Stards as written Write opinion pieces on topics or texts, supporting an opinion with reasons. Introduce the topic or text they are writing about, state an opinion, create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words phrases (e.g., because, therefore, since, for example) to connect opinion reasons. Provide a concluding statement or section. Write informative/explanatory texts to examine a topic convey ideas information clearly. Introduce a topic group-related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, details. Use linking words phrases (e.g., also, another,, more, but) to connect ideas within categories of information. Provide a concluding statement or section. Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, clear sequences. Establish a situation introduce a speaker, narrator, /or characters; organize an appropriate narrative sequence. Use dialogue descriptions of actions, thoughts, feelings to develop experiences or events or show responses to situations. Use figurative language to suggest images. (See grade 3 Reading Literature Stard 4.) Use temporal words phrases to signal order where appropriate. Provide a sense of closure. Grade 3 English Language Arts Produce writing in which the development organization are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 3). Demonstrate the ability to choose use appropriate vocabulary (as described in Language Stards 4 6 up to including grade 3). W.3.6 Use technology to produce publish writing (using keyboarding skills) as well as to interact collaborate with others. ENGLISH LANGUAGE ARTS AND LITERACY 79

11 Research to Build Range of W.3.7 W.3.8 Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print digital sources; take brief notes on sources sort evidence into provided categories. W.3.9 (Begins in grade 4.) W.3.10 Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 80

12 CONTENT AREA English Language Arts STRAND Grade 4 English Language Arts Cluster Purposes W.4.1 W.4.1a W.4.1b W.4.1c W.4.1d W.4.2 W.4.2a W.4.2b W.4.2c W.4.2d W.4.2e W.4.3 W.4.3a W.4.3b W.4.3c W.4.3d W.4.3e W.4.3f Grade 4 Stards as written Write opinion pieces on topics or texts, supporting a point of view with reasons information. Introduce a topic or text clearly, state an opinion, create an organizational structure in which related ideas are grouped in paragraphs sections to support the writer s purpose. Provide reasons that are supported by facts details. Link opinion reasons using words phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. Write informative/explanatory texts to examine a topic convey ideas information clearly. Introduce a topic clearly group related information in paragraphs sections; include text features (e.g., headings), illustrations, multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information examples related to the topic. Link ideas within categories of information using words phrases (e.g., another, for example, also, because). Use precise language domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, clear sequences. Orient the reader by establishing a situation introducing a speaker, narrator, /or characters; organize an appropriate narrative sequence. Use dialogue description to develop experiences or events or show responses to situations. Use a variety of transitional words phrases to manage sequence. Use concrete words phrases, figurative language such as similes metaphors, sensory details to convey experiences or events precisely. Provide a sense of closure appropriate to the narrated experiences or events. For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives. (See grade 4 Reading Literature Stard 5.) ENGLISH LANGUAGE ARTS AND LITERACY 81

13 Production Distribution of Research to Build Range of W.4.4 W.4.5 W.4.5a W.4.5b W.4.6 W.4.7 W.4.8 W.4.9 W.4.10 Produce clear coherent writing in which the development organization are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 4). Demonstrate the ability to use general academic domain-specific vocabulary appropriately (as described in Language Stards 4 6 up to including grade 4). Use technology, including current web-based communication platforms, to produce publish writing as well as to interact collaborate with others; demonstrate sufficient comm of keyboarding skills to type a minimum of one page in a single sitting. Conduct short research projects that build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print digital sources; take notes categorize information, provide a list of sources. Draw evidence from literary or informational texts to support written analysis, reflection, research, applying one or more grade 4 stards for Reading Literature or Reading Informational Text as needed. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 82

14 CONTENT AREA English Language Arts STRAND Grade 5 English Language Arts Cluster Purposes W.5.1 W.5.1a W.5.1b W.5.1c W.5.1d W.5.2 W.5.2a W.5.2b W.5.2c W.5.2d W.5.2e W.5.3 W.5.3a W.5.3b W.5.3c W.5.3d W.5.3e W.5.3f W.5.3g Grade 5 Stards as written Write opinion pieces on topics or texts, supporting a point of view with reasons information. Introduce a topic or text clearly, state an opinion, create an organizational structure in which ideas are logically grouped in paragraphs sections to support the writer s purpose. Provide logically ordered reasons that are supported by facts details. Link opinion reasons using words, phrases, clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Write informative/explanatory texts to examine a topic convey ideas information clearly. Introduce a topic clearly, provide a general observation focus, group related information logically in paragraphs sections; include text features (e.g., headings), illustrations, multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information examples related to the topic. Link ideas within across categories of information using words, phrases, clauses (e.g., in contrast, especially). Use precise language domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, clear sequences. Orient the reader by establishing a situation introducing a speaker, narrator, /or characters; organize an appropriate narrative sequence. Use narrative techniques such as dialogue, description, pacing to develop experiences or events or show responses to situations. Use a variety of transitional words, phrases, clauses to manage sequence. Use concrete words phrases sensory details to convey experiences or events precisely. Provide a sense of closure appropriate to the narrated experiences or events. For prose narratives, draw on characteristics of traditional or modern genres (e.g., tall tales, myths, mysteries, fantasies, historical fiction) from diverse cultures as models for writing. (See grade 5 Reading Literature Stard 9.) For poems, draw on characteristics of traditional poetic forms (e.g., ballads, couplets) or modern free verse from diverse cultures as models for writing. ENGLISH LANGUAGE ARTS AND LITERACY 83

15 Production Distribution of Research to Build Range of W.5.4 W.5.5 W.5.5a W.5.5b W.5.6 W.5.7 W.5.8 W.5.9 W.5.10 Produce clear coherent writing in which the development organization are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in Stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 5). Demonstrate the ability to use general academic domain-specific vocabulary appropriately (as described in Language Stards 4 6 up to including grade 5). Use technology, including current web-based communication platforms, to produce publish writing as well as to interact collaborate with others; demonstrate sufficient comm of keyboarding skills to type a minimum of two pages in a single sitting. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Recall relevant information from experiences or gather relevant information from print digital sources; summarize or paraphrase information in notes finished work, provide a list of sources. Draw evidence from literary or informational texts to support written analysis, reflection, research, applying one or more grade 5 stards for Reading Literature or Reading Informational Text as needed. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 84

16 ENTRY POINTS to Stards in Grades 3 5 Less Complex More Complex Purposes The student will: The student will: The student will: Using dictation, drawing, writing, Using dictation, drawing, writing, Using dictation, drawing, writing, or student s primary mode of or student s primary mode of or student s primary mode of communication: communication: communication: 1. Produce Opinion Pieces: Create an outline for an opinion piece Differentiate opinions from facts in a text, citing the reasons for each choice Provide reasons to support an opinion or point of view from a topic or text 2. Produce Informative/ Explanatory Texts: Introduce a subject based on a specific topic or text Provide a description of a subject based on a specific text Provide facts on a topic based on a text Create an outline for a piece of informational writing 3. Produce Narratives: Relate a real or imagined experience or event from a topic or text Describe characters of a real or imagined event from a topic or text Produce dialogue for characters appropriate to a given situation using speech bubbles Describe a situation/setting of a real or imagined event from a topic or text Create an outline for a piece of narrative text (based on real or imagined events) 1. Produce Opinion Pieces: State an opinion expressed by the author of a text Connect opinions supporting reasons based on a topic or text by incorporating linking words phrases (e.g., therefore, for example, since, because) 2. Produce Informative/ Explanatory Texts: Provide a detailed description of a subject based on a specific text Provide information on a topic, using facts examples from a text Create a text using temporal words to indicate sequence (e.g., before, first, next, now, later) 3. Produce Narratives: Describe a sequence of events using temporal words (e.g., first, next, after that, finally) based on a topic or text Describe a real or imagined event using supporting details 1. Produce Opinion Pieces: Produce an opinion piece supporting a point of view 2. Produce Informative/ Explanatory Texts: Produce an informative/explanatory paragraph(s) on a given topic Provide a detailed description of a subject based on multiple sources Describe how something works, using facts, based on an informative/explanatory text Develop a paragraph(s) using related information on a topic (e.g., based on an outline, note cards, etc.) Explain a topic or text using domain-specific vocabulary 3. Produce Narratives: Describe an event using sensory details from a topic or text Produce dialogue for characters appropriate to a given situation Produce a narrative on a real or imagined experience Relate a real or imagined experience or event using facts, descriptions, /or dialogue ENGLISH LANGUAGE ARTS AND LITERACY 85

17 ENTRY POINTS to Stards in Grades 3 5 Less Complex More Complex Purposes (continued) Production Distribution of The student will: The student will: The student will: Create a rhyming couplet using figurative language Create a rhyming couplet using sounds of words (e.g., alliteration, onomatopoeia) See entry points for earlier grades in this or a related cluster that are challenging use age-appropriate materials 4. Coherent : Produce writing in which development is appropriate to task purpose 5. Development of : Edit /or revise errors in verb tense in a written piece Edit errors in noun-verb agreement in a written piece Edit errors in sentence structure in a written piece Incorporate reflexive pronouns when writing Incorporate collective nouns when writing Incorporate adjectives /or adverbs when writing Incorporate compound sentences when writing Incorporate capitalization of proper nouns when writing Incorporate the use of periods to end sentences when writing Incorporate the spelling of simple, one syllable words when writing Incorporate capitalization when writing Create a poem with details Convey a real or imagined event in a poem, using rhyming words appropriately Create a poem that conforms to different poetic forms/types 4. Coherent : Produce writing in which organization is appropriate to task purpose 5. Development of : Incorporate regular irregular plural nouns when writing Incorporate abstract nouns when writing Incorporate simple verb tenses when writing (e.g., I walked, I walk, I will walk) Incorporate compound sentences when writing Incorporate complex sentences when writing Incorporate coordinating conjunctions when writing (e.g.,, but, for, nor, or, so, yet) Incorporate subordinating conjunctions when writing (e.g., after, although, as, as if, because, before, even if, since) Incorporate use of commas in greetings closings Incorporate use of commas in addresses (Scranton, PA) Write a story or poem with dialogue Write a poem or story with figurative language (e.g., similes metaphors) Write poem, script, or story creating a fantasy character Continue to address skills concepts in this str that approach grade-level expectations 4. Coherent : Produce writing in which development organization are appropriate to audience 5. Development of : Edit work to improve writing by adding details (show edits) Edit work by substituting words /or eliminating unnecessary language repetition (show edits) Incorporate subject-verb agreement when writing Incorporate verb tense consistency when writing Incorporate correlative conjunctions when writing (e.g., either/or, neither/nor) Incorporate the use of commas to separate items in a series when writing Incorporate the use of homophones, spelled correctly, when writing 6. Technology Use: Keyboard a paragraph in a single sitting ENGLISH LANGUAGE ARTS AND LITERACY 86

18 ENTRY POINTS to Stards in Grades 3 5 Less Complex More Complex Production Distribution of (continued) The student will: The student will: The student will: 6. Technology Use: Incorporate use of Use technology, including apostrophes in possessives Continue to address skills the Internet, to interact when writing concepts in this str that communicate with others approach grade-level expectations See entry points for earlier grades in this or a related cluster that are challenging use age-appropriate materials Incorporate the spelling of high- frequency words when writing Incorporate base words with added affixes (spelled correctly) when writing 6. Technology Use: Keyboard a predetermined number of words Research to Build 7. Research Projects: Locate record answers to a research question using print resources /or digital tools 8. Synthesize Information: Gather information related to a topic from digital or printed sources Relate information based on experiences Create graphically organized notes from sources on a given topic 9. Integrate Resources: Describe how characters in a literary text respond to major changes, using evidence from the text Describe reasons an author gives, using evidence from the text, to support points in an argument or informational text See entry points for earlier grades in this or a related cluster that are challenging use age-appropriate materials 7. Research Projects: Produce questions about a research topic 8. Synthesize Information: Produce notes while reading reviewing print or technology-based materials Sort compiled information on a given topic into provided categories Identify the sources that were used for research 9. Integrate Resources: Describe how a character s actions contribute to the sequence of events in a story Support specific points made by an author in a text Compare two characters in a story or drama 7. Research Projects: Conduct a short research project in response to a question 8. Synthesize Information: Categorize ideas gained from research notes Paraphrase information from notes on a topic Provide a list of sources used to gather information about a topic 9. Integrate Resources: Draw evidence from literary texts with similar plots to support analysis, reflection, /or research (e.g., describe characters in a story explain how their actions contribute to the sequence of events) Draw evidence from similar informational texts to support analysis, reflection, /or research (e.g., describe how reasons support specific points authors make in a text) ENGLISH LANGUAGE ARTS AND LITERACY 87

19 ENTRY POINTS to Stards in Grades 3 5 Less Complex More Complex The student will: The student will: The student will: Research to Build (continued) Range of Continue to address skills concepts in this str that approach grade-level expectations Write routinely over extended time frames (time for research, reflection, revision) short time frames (a single sitting to a day or two) for a range of discipline-specific tasks, purposes, audiences ENGLISH LANGUAGE ARTS AND LITERACY 88

20 CONTENT AREA English Language Arts STRAND Cluster Purposes W.6.1 W.6.1a W.6.1b W.6.1c W.6.1d W.6.1e W.6.2 W.6.2a W.6.2b W.6.2c W.6.2d W.6.2e W.6.2f W.6.3 W.6.3a W.6.3b W.6.3c W.6.3d W.6.3e Grade 6 Stards as written Grade 6 English Language Arts Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons relevant evidence. Introduce claim(s) organize the reasons evidence clearly in paragraphs sections. Support claim(s) with clear reasons relevant evidence, using credible sources demonstrating an understing of the topic or text. Use words, phrases, clauses to clarify the relationships among claim(s) reasons. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from the argument presented. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic convey ideas, concepts, information through the selection, organization, analysis of relevant content. Introduce a topic; organize ideas, concepts, information in paragraphs sections, using strategies such as definition, classification, comparison/contrast, cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information examples. Use appropriate transitions to clarify the relationships among ideas concepts. Use precise language domain-specific vocabulary to inform about or explain the topic. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from the information or explanation presented. Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, well-structured sequences. Engage orient the reader by establishing a context introducing a narrator /or characters; organize an appropriate narrative sequence. Use narrative techniques, such as dialogue, pacing, description, to develop experiences, events, /or characters. Use a variety of transition words, phrases, clauses to convey sequence signal shifts from one time frame or setting to another Use precise words phrases, relevant descriptive details, figurative sensory language, techniques such as personification (e.g., the fog crept in ) to convey experiences or events. Provide a conclusion that follows from the narrated experiences or events. ENGLISH LANGUAGE ARTS AND LITERACY 89

21 Production Distribution of Research to Build Range of W.6.4 W.6.5 W.6.5a W.6.5b W.6.6 W.6.7 W.6.8 W.6.9 W.6.10 Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in Stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 6). Demonstrate the ability to select accurate vocabulary (as described in Language Stards 4 6 up to including grade 6). Use technology, including current web-based communication platforms, to produce publish writing as well as to interact collaborate with others; demonstrate sufficient comm of keyboarding skills to type a minimum of three pages in a single sitting. Conduct short as well as more sustained research projects to answer a question, drawing on several sources refocusing the inquiry when appropriate. When conducting research, gather relevant information from multiple print digital sources; assess the credibility of each source; quote or paraphrase the data conclusions of others while avoiding plagiarism providing basic bibliographic information for sources. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, research, applying one or more grade 6 stards for Reading Literature or Reading Informational Text as needed. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 90

22 CONTENT AREA English Language Arts STRAND Cluster Purposes W.7.1 W.7.1a W.7.1b W.7.1c W.7.1d W.7.1e W.7.2 W.7.2a W.7.2b W.7.2c W.7.2d W.7.2e W.7.2f W.7.3 W.7.3a W.7.3b Grade 7 Stards as written Grade 7 English Language Arts Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, organize the reasons evidence logically in paragraphs sections. Support claim(s) with logical reasoning relevant evidence, using accurate, credible sources demonstrating an understing of the topic or text. Use words, phrases, clauses to create cohesion clarify the relationships among claim(s), reasons, evidence. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from supports the argument presented. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic convey ideas, concepts, information through the selection, organization, analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, information in paragraphs sections, using strategies such as definition, classification, comparison/contrast, cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information examples. Use appropriate transitions to create cohesion clarify the relationships among ideas concepts. Use precise language domain-specific vocabulary to inform about or explain the topic. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from supports the information or explanation presented. Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, well-structured sequences. Engage orient the reader by establishing a context point of view introducing a narrator /or characters; organize an appropriate narrative sequence. Use narrative techniques, such as dialogue, pacing, description, to develop experiences, events, /or characters. ENGLISH LANGUAGE ARTS AND LITERACY 91

23 Purposes (continued) Production Distribution of Research to Build Range of W.7.3c W.7.3d W.7.3e W.7.4 W.7.5 W.7.5a W.7.5b W.7.6 W.7.7 W.7.8 W.7.9 W.7.10 Use a variety of transition words, phrases, clauses to convey sequence signal shifts from one time frame or setting to another. Use precise words phrases, relevant descriptive details, figurative sensory language to establish a mood that evokes an emotion, to capture action, to convey experiences or events. Provide a conclusion that follows from reflects on the narrated experiences or events. Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose audience have been addressed. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 7). Demonstrate the ability to select accurate vocabulary appropriate for audience purpose (as described in Language Stards 4 6 up to including grade 7). Use technology, including current web-based communication platforms, to produce publish writing link to cite sources as well as to interact collaborate with others. Conduct short as well as more sustained research projects to answer a question, drawing on several sources generating additional related, focused questions for further research investigation. When conducting research, gather relevant information from multiple print digital sources, using search terms effectively; assess the credibility accuracy of each source; quote or paraphrase the data conclusions of others while avoiding plagiarism following a stard format for citation. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, research, applying one or more grade 7 Stards for Reading Literature or Reading Informational Text as needed. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 92

24 CONTENT AREA English Language Arts STRAND Grade 8 English Language Arts Cluster Purposes W.8.1 W.8.1a W.8.1b W.8.1c W.8.1d W.8.1e W.8.2 W.8.2a W.8.2b W.8.2c W.8.2d W.8.2e W.8.2f W.8.3 W.8.3a W.8.3b Grade 8 Stards as written Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons relevant evidence. Introduce claim(s), acknowledge distinguish the claim(s) from alternate or opposing claims, organize the reasons evidence logically in paragraphs sections. Support claim(s) with logical reasoning relevant evidence, using accurate, credible sources demonstrating an understing of the topic or text. Use words, phrases, clauses to create cohesion clarify the relationships among claim(s), counterclaims, reasons, evidence. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from supports the argument presented. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic convey ideas, concepts, information through the selection, organization, analysis of relevant content. Introduce a topic clearly, previewing what is to follow; use paragraphs sections to organize ideas, concepts, information into broader categories; include text features (e.g., headings), graphics (e.g., charts, tables), multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information examples. Use appropriate varied transitions to create cohesion clarify the relationships among ideas concepts. Use precise language domain-specific vocabulary to inform about or explain the topic. Establish maintain a style appropriate to audience purpose (e.g., formal for academic writing). Provide a concluding statement or section that follows from supports the information or explanation presented. Write narratives to develop experiences or events using effective literary techniques, relevant descriptive details, well-structured sequences. Engage orient the reader by establishing a context point of view introducing a narrator /or characters; organize an appropriate narrative sequence. Use narrative techniques, such as dialogue, pacing, description, reflection, to develop experiences, events, /or characters. ENGLISH LANGUAGE ARTS AND LITERACY 93

25 Purposes (continued) Production Distribution of Research to Build Range of W.8.3c W.8.3d W.8.3e W.8.4 W.8.5 W.8.5a W.8.5b W.8.6 W.8.7 W.8.8 W.8.9 W.8.10 Use a variety of transition words, phrases, clauses to convey sequence, signal shifts from one time frame or setting to another, show the relationships among experiences events. Use precise words phrases relevant descriptive details to convey a tone (the writer s attitude toward the subject: e.g., humorous, serious, or ironic) to convey experiences or events. Provide a conclusion that follows from reflects on the narrated experiences or events. Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. (Grade-specific expectations for writing types are defined in stards 1 3 above.) Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose audience have been addressed. Demonstrate comm of stard English conventions (as described in Language Stards 1 3 up to including grade 8). Demonstrate the ability to select accurate vocabulary appropriate for audience purpose (as described in Language Stards 4 6 up to including grade 8). Use technology, including current web-based communication platforms, to produce publish writing present the relationships between information ideas efficiently as well as to interact collaborate with others. Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources generating additional related, focused questions that allow for multiple avenues of exploration. When conducting research, gather relevant information from multiple print digital sources, using search terms effectively; assess the credibility accuracy of each source; quote or paraphrase the data conclusions of others while avoiding plagiarism following a stard format for citation. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, research, applying one or more grade 8 stards for Reading Literature or Reading Informational Text as needed. Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, audiences. ENGLISH LANGUAGE ARTS AND LITERACY 94

26 ENTRY POINTS to Stards in Grades 6-8 Less Complex More Complex Purposes The student will: The student will: The student will: Using dictation, drawing, writing, Using dictation, drawing, Using dictation, drawing, writing, or or student s primary mode of writing, or student s primary student s primary mode of communication: mode of communication: communication: 1. Produce Arguments: Express a claim made by the author in a text Restate evidence from a text to support a claim Describe give supporting reasons for the difference between fact claim in a text Create an outline/graphic organizer for an argument that lists one or more specific claims 2. Produce Informative/ Explanatory Texts: Explain a subject, using relevant facts detailed descriptions, based on informative/explanatory text Describe a comparison within or based on an informative/explanatory text 3. Produce Narratives: Create an introduction that establishes a situation introduces a narrator /or characters in a narrative Describe the experience or situation of real or imagined characters from a topic or text Describe events in a narrative based on a topic or text Express a variety of transitional words phrases to describe the sequence of events from a topic or text Describe an event sequence based on a topic or text Convey experiences or events using precise words phrases based on a text 1. Produce Arguments: Produce an argument supporting a claim based on a topic or text Summarize an author s claim in a text Incorporate evidence to support an argument based on a topic or text 2. Produce Informative/ Explanatory Texts: Describe cause/effect from an informative/ explanatory text Develop a topic with relevant quotations other examples from a text 3. Produce Narratives: Describe the experiences or situations of multiple real or imagined characters in a narrative format Provide a concluding section that follows from the narrated experiences or events Create stories that draw on characteristics of tall tales or myths Use a narrator to describe events in a narrative based on a topic or text 1. Produce Arguments: Provide evidence in support of /or in opposition to an opinion or claim Summarize multiple claims that illustrate different viewpoints on a given topic a claim a counterclaim on a given topic Differentiate a claim from a counterclaim, based on a similar topic 2. Produce Informative/ Explanatory Texts: Apply transitional words /or phrases to clarify concepts based on an informative/explanatory text Develop a topic with wellchosen facts, quotations, /or examples based on an informative/explanatory text 3. Produce Narratives: Produce a multi-paragraph narrative on a real or imagined experience or event from a topic or text Create a story using dialogue to describe a character s thoughts or feelings from a topic or text Develop a text applying transition words, phrases, clauses to signal shifts from one time frame or setting to another Generate a hero s journey based on a myth, legend, or epic tale Express specific details from a literary text (poem or story) ENGLISH LANGUAGE ARTS AND LITERACY 95